Crisis in Literacy: Advocating for Effective Support Systems in Education
Currently, a significant portion of my clientele is engaged in advocating for essential support systems to ensure children's literacy. Many school districts are implementing ineffective methodologies, failing to adhere to research-based instruction, and opting for large group settings that lack personalized attention, exacerbating learning disparities.
Nancy Duggan, Executive Director of Decoding Dyslexia Massachusetts, aptly characterizes this as a "broken system." Those lacking the financial means to navigate legal avenues and expert consultations are at a distinct disadvantage, enduring protracted bureaucratic processes without resolution.
In my engagements with these families, I frequently encounter fatigue, frustration, and a sense of desperation. Basic provisions for reading services become protracted battles. Recommending neuropsychological assessments to identify learning disabilities introduces further complexity, with subsequent encounters with the school system often met with resistance.
While solutions are not easily attained and require time and effort, maintaining the status quo of inaction is unacceptable when a child's literacy is at risk. Numerous families find themselves in these circumstances, and even as an experienced educational advocate, I find it profoundly disheartening. It is particularly troubling to witness statements like, "The student's grades are satisfactory, so an IEP isn't necessary," during Individualized Education Program (IEP) meetings.
For those grappling with these challenges, the Boston Globe is conducting a comprehensive examination of literacy and invites contributions from affected parties. Tomorrow marks the release of the fourth installment of the Globe's literacy series, focusing on the experiences of functionally illiterate teenagers. To contribute, please contact Mandy McLaren at mandy.mclaren@globe.com or follow her on Twitter @mandy_mclaren.
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